Projects and Actions:
• Psychology section
The Sobhe Rooyesh Psychology Unit, using its specialist staff, pursues a special program in the prevention, intervention, treatment, and improvement of students’ mental health. The psychology team has adopted a continuous, direct interaction with children rather than a referral approach, and has been active in the school and among children, based on the principles of communication and behavior based on internal control. The team also works on designing and implementing therapeutic protocols such as Crap (High Risk Injury Committee , the Mental Health Emergency of school) in a fully scientific and research-oriented way in all Sobhe rooyesh training centers.
• social work section
The Sobhe Rooyesh social work section deals with environmental issues and problems of working children in the place of living, workplace, family, people around them and all communication.
The activities of social workers in Sobhe Rooyesh are such that they are active and in direct contact with the children during school hours. And in the absence of students at school (Work or leisure time) by using their ability and experience and the information gained in social work cases, they provide direct support at work or in their lives.
Since the usual queues at school for children in separate classes are arranged in a way that They stand in queue in height sequence, It shows the factors that create conflict, competition and comparison and even inequality, The Sobhe Rooyesh school queue is designed in a spiral mode. So that children practice unity, friendship and companionship and instead of the garrison system, they say unity hold each other hands and chant friendship and honesty while hugging each other and jumping up.
• Conversation desk
It is quite common for children and adolescents to make a difference and engage in conflict. These conflicts provide a good opportunity to teach our children interpersonal relationships and how they solve problems. . One of the main problem-solving approaches here is inviting children to talk. Instead of acting as a judge and trying to find and punish the culprit, we invite the children to solve the problem by themselves to sit at the table and discuss about their conflict. Because the need to solve the problem especially through talking is one of the most important needs of these children in the future life.
• Attracting children to school:
The Sobhe Rooyesh Pattern is designed to accommodate any child under any circumstances and to benefit from multilateral education.
In fact, the school has organized its behavioral processes in such a way that the children not only dislike and are forced to come to school but they are passionate about school .
Perhaps in the early years of Sobhe Rooyesh setting, children around the Sobhe Rooyesh building needing to be invited to school were unaware of the school’s appealing approach, but current students are invited to school by their friends at work or street and does not require a separate plan or action for this matter.
Although the Sobhe Rooyesh children are exposed to harm and poverty, one of the basic programs of Sobhe Rooyesh with children is the activity of the students in the charity. In fact, the Sobhe Rooyesh training approach is designed to restore self-esteem in working children, which requires two factors of self-efficacy and feeling valued in children.
School charity projects reinforce these two factors through student-led charitable work for people who live in slum and in fact, kids who once saw themselves as deprived, weak, and even beggar , over the course of a few years, with the promotion of self-esteem, they have not taken actions that question their human dignity. And they find themselves in the position of a person who can help others.
It should be noted that in the Sobhe Rooyesh, the titles of child labor , injury, harm and so on ,are not found in any of the boards and school environments in which children attend.
In the Sobhe Rooyesh paradigm , class names are made with prefix of land and have been replaced by dry and customary classrooms to make the school and curriculum attractive for children.
o Game land
The game land is a place for childhood. In the classroom, playful and purposeful games are provided, while increasing the children’s enjoyable hours at school, providing an effective tool in the child’s growth and education process.
homeland is a class with a space similar to the old schools (Maktab) where children become familiar with Iranian and Islamic culture. Ancient tales, reading Shahnameh, acquaintance with national and religious heroes, acquaintance with Qur’anic stories and creative display of activities that familiarize children with this culture.
o art land
The art land is a class that the artistic activities of the children can be started. In this class, children are trained on hand skills, craftsmanship, combination of colors and coloring, Evacuation of emotions, depending on the need and interest of children.
o life land
Life land is a class for life skills training. Skills that every human needs in life. Such as self-awareness, courage , anger control, solving life’s problems, communicating effectively with others, skill of telling NO and …
In Sobhe Rooyesh, children who are at early age due to unhealthy working conditions, who are faced with difficult conditions such as drug trafficking and crime, are more likely to need to learn life skills than other children.
o The number land
The number land replaces the math class . creating space on the classroom wall in accordance with the content of the math lesson, and children are taught mathematical concepts by displaying numbers and volumes in a creative and engaging way.
o Literature land
Literature land replaces Persian and literature class. In literature land , Persian literature will be taught by space creation in accordance to the content of the literature lesson on the classroom wall , and children’s writing and storytelling skills will be strengthened.
Wonderland is a place for experimentation, error, and discovering questions in the child’s mind. In this section, students are provided with a variety of tools for experimentation and research.
o nature land
Nature is a pure and Suitable platform for children to experience and learn.
The classroom is a 20-square-meter garden that creates the spirit of life, vitality and creativity in school by creating an opportunity to live close to nature and keep children away from the urban lifestyle, in addition to enjoying the natural beauty, They create innovative ideas. Physical activity in the nature land also evokes emotions such as anger appropriately and promotes self-efficacy and self-esteem in children, as well as enhancing the spirit of cooperation, empathy, connection with nature, communication with God and others.
In the nature land, children experience growing vegetables, farming, how to make wooden houses, keeping livestock and poultry, and making the wall.
• good mood bell
the good mood bell is located in the school corridor, and in addition to children, school staff as well as guests can ring the bell and share their good feeling with others.
Ringing bells is an excuse to announce good mood and spread happiness and hope as one of the positive psychological capital in the school environment. By ringing a happiness bell at school, children practice the experience of being happy with simple things and sharing good feeling with others.
children who quitted the school and now they are too old to reach a grade according their level are placed in a Class with different levels called advanced class. In order to be able to approach their age-appropriate curriculum in a shorter time and Prevent them from leaving school
•share feelings board
share feelings board is an opportunity for children to write their wishes on a piece of paper and put them on a special board placed in the school corridor for this purpose. Writing is both a good tool for emotionally evacuating a child and opening a door for teachers and therapists to better understand the child’s mind and world.
Writing a child’s wishes does not mean that we or our school supporters are going to fulfill those wishes, but that we are preparing children to achieve their dreams by their own efforts.
• Character’s board.
In character’s board, photos and highlights of the lives of people who influenced on intellectual aspect of social, scientific, cultural,… are displayed. The selected characters have a close relationship with the lifestyle and circumstances of the children, and with the effort and determination they have been able to make many changes in their lives and those around them.
• School bags and books
Due to the higher effectiveness and durability of learning and practicing at school and also the physical problems caused by carrying heavy bags for children, especially in elementary school, children are not required to take home bags and books in the Sobhe Rooyesh pattern.
• Psychologist principal
The school opposes the garrison order, the external control approach, and the compulsion to regulate children and the school. . The school supervisor is not only tough and scary for the children, but also mentors and accompanies them like a kind sister or older brother
We can see children joking with supervisors, playing with them, and having a close relationship with them. Such a person must have the expertise of effective communication and child psychology. For this purpose , the presence of at least one psychologist-educated person is required. Because of his type of work, the psychologist supervisor has a high level of communication with all students and, by observation , monitors students’ behavioral problems and anticipates appropriate solutions.
• Give the school to the students
Responsibility can be one of the education that kids need for the present and the future. In Sobhe Rooyesh pattern , children are entrusted with the task in order to increase children’s involvement in different activities and increase their confidence, responsibility, organization, and sense of self-efficacy and providing a good situation to make them more responsible .
• adornment class
The last ten minutes of the class is called time to adornment . During this time, students work together to clean and decorate the school and classroom environment.
Students participate together in a space like home to provide breakfast and lunch, spread out tablecloth on the ground , and practice social rituals, including being together, sitting next to each other , and sharing.
o Space creation of the class by children
The design of school, class, walls and equipment is very effective in children’s learning.
This space is done with the ideas and consultation of the children and their own participation in order to promote their responsibility and participation, learning opportunities, collaboration, interpersonal relationships, self-awareness, and make the school environment beautiful and lovely with their own ideas and hands.
• conversation window
The conversation window is similar to a social network for expanding communication and interaction at school. Through this window, students select people from the school they would like to talk to, such as a student, teacher, or school administrator. Then they put their questions in the small pages which designed and the person answers the questions.
This post is also available in: Persian